Banaz, Emrullah2026-02-282026-02-2820250001-69181873-6297https://doi.org/10.1016/j.actpsy.2025.105530https://hdl.handle.net/20.500.12403/5971This correlational study explores how digital reading disposition functions as a cognitive bridge between preservice teachers' digital reading self-efficacy and their attitude with digital writing practices. The data were collected from 410 conveniently selected pre-service teachers using the Digital Reading Self-Efficacy Scale, the Digital Reading Disposition Scale, and the Digital Writing Attitude Scale. The results revealed moderate to strong correlations between digital reading self-efficacy, digital reading disposition, and digital writing attitudes. Moreover, digital reading disposition was found to mediate the relation between digital reading self-efficacy and digital writing attitudes. Overall, our findings underscore the significance of digital reading disposition in shaping both the potential of digital reading self-efficacy and the processes involved in digital writing among preservice teachers. Pedagogical strategies that enhance digital reading self-efficacy and motivation to attitude with digital texts may contribute to the development of more effective digital writing skills among pre-service teachers.eninfo:eu-repo/semantics/openAccessDigital reading self-efficacyDigital writingAttitudeDigital reading dispositionMediating effectArticle26010.1016/j.actpsy.2025.105530409141212-s2.0-105015047316Q1WOS:001567022200010Q2